Advocating for Differentiation to Motivate Students

1. Advocating for Differentiation to Motivate Students Laura Reyes

2. What is Differentiated Instruction? • Dr. Carol A. Tomlinson (1999) defines differentiated instruction as “consistently using a variety of instructional approaches to modify content, process, and product in response to learning readiness and interest of academically diverse students.”

3. Important to know: • What do I want my students to know, understand, and be able to do? • What I must do to help my students learn this? • How my students can demonstrate what they know?

4. Differentiated Instruction Because all students vary in readiness, interest, and learning profile, educators must differentiate instruction. A. What goals are achieved through differentiated instruction • Increase student academic learning • Increase student confidence in learning • Enhance intrinsic motivation for learning B. Why Differentiated Instruction • Differentiated instruction helps students reach their leaning goals C. How to differentiate instruction • Through content, process, and product

5. Elements to differentiate • Content: information and skills that students need to learn • Process: How students make sense of the content being taught • Product: How students demonstrate what they have learned • Learning Environment: Feelings and attitudes that affect student learning in the classroom Base on students: • Readiness: Student preparation for learning • Interest: What students want and motivates them to learn • Learning profile: How students approach the task of learning

6. Content It is important to know what the students need to learn and how the students can get access to the information. Teacher Strategies A) Readiness • Organizers to guide note taking • Supplementary materials • Key vocabulary list for reference B) Interest • Using examples and illustrations based on student interest • Providing students with materials that encourage further exploration of a variety of topics C) Learning Profile • Presenting material in visual, auditory, and kinesthetic modes • Using applications, examples, and illustrations from a wide range of intelligences

7. Process It is important to provide students with a variety of activities to help students master the content. Teacher Strategies A) Readiness • Tiered activities in which all students work with the same understanding and skills but with different levels of support and challenge B) Interest • Encourage students to explore topics of their interests C) Learning Profile • Allow multiple options for students to express their learning

8. Product Final projects where students can demonstrate what they know, understand, and are able to do as a result of a unit of study Teachers Strategies A) Readiness • A variety of options to demonstrate student learning B) Interest • Encourage students to demonstrate key knowledge, understanding, and skills in topics of interest • Allow students to use a range of media and/or formats to express their knowledge, understanding, and skills C) Learning Profile • Provide visual, auditory, and kinesthetic product options • Allow students to work individually or in small groups

9. Learning Environment The way classrooms work and feel Teachers must : • Develop routines that allow students to meet their needs • Provide students with different materials that reflect a variety of cultures and home settings • Setting students guidelines for independent work that matches individual needs • Provide different places in the classroom for students to work quietly and without distractions and that encourage student collaboration

10. Insights As educators, we know that every student is unique and has different needs. I think that it is crucial to meet student needs in order to move them forward. Dr. Tomlinson (1999) states that to ensure effective teaching and learning, it is necessary that teachers connect content, process, and product as key elements of the curriculum. In addition, I reaffirmed that it is crucial to be aware of the learning styles that students have in order to challenge them to their full potential. By differentiating instruction, educators ensure that every learner will be benefited and participate more in the classroom. As educators, we should create an environment where students can learn from different instructional approaches. Moreover, it is important to let students express themselves to promote learning. Tomlinson (2010) suggested that in order to engage students, it is important to design activities based on student intelligence, learning-style, gender, and cultural preferences, so they can express their strengths throughout their learning. In order for students with varying learning profiles to achieve the same learning goals, it is important to present the instruction through different activities, so they can show their strengths. To engage all students in the topic, it is crucial for educators to design activities where they can demonstrate their knowledge, capabilities, and skills. By providing students with learning contracts, tic-tac-toe boards, and menu choices, they can fully become engaged in learning the content.

11. References • Calderon, M., Slavin, R., & Sanchez, M. (2011). Effective instruction for English learners. Future Of Children, 21(1), 103–127. Retrieved from the NHU Library databases. • Gottlieb, M. (2006). Assessing English language learners: Bridges from language proficiency to academic achievement. Thousand Oaks, CA: Corwin Press. • Laureate Education, Inc. (Executive Producer). (2012). Classroom demonstration: Differentiating for student interest. Baltimore, MD: Author. • Laureate Education, Inc. (Executive Producer). (2012). Differentiating instructional elements. Baltimore, MD: Author. • Laureate Education, Inc. (Executive Producer). (2012). Differentiating by student readiness. Baltimore, MD: Author. • Laureate Education, Inc. (Executive Producer). (2012). Differentiating for student interest. Baltimore, MD: Author. • Laureate Education, Inc. (Executive Producer). (2011). Diversity in the classroom. Baltimore, MD: Author.  • Laureate Education, Inc. (Executive Producer). (2012). High quality curriculum. Baltimore, MD: Author.Laureate Education, Inc. (Executive Producer). (2012). Introduction to differentiated instruction. Baltimore, MD: Author. • Laureate Education, Inc. (Executive Producer). (2012). Learner differences. Baltimore, MD: Author. • Laureate Education, Inc. (Executive Producer). (2012). Managing the differentiated classroom. Baltimore, MD: Author. • Laureate Education, Inc. (Executive Producer). (2012). Promoting a growth mindset. Baltimore, MD: Author.

12. Laureate Education, Inc. (Executive Producer). (2012). Virtual field experience: Managing the differentiated classroom. Baltimore, MD: Author. • Laureate Education, Inc. (Executive Producer). (2012). What is differentiated instruction? Baltimore, MD: Author. • Laureate Education, Inc. (Executive Producer). (2012). Ongoing assessment. Baltimore, MD: Author. • Scigliano, D., & Hipsky, S. (2010). Three ring circus of differentiated instruction. Kappa Delta Pi Record, 46(2), 82–86.Retrieved from the NHU Library databases. • Smith, G., & Throne, S. (2007). In Differentiating instruction with technology in K-5 classrooms (pp. 67–86). Washington, DC: International Society for Technology in Education.Retrieved from the NHU Library databases. • Tobin, R., & McInnes, A. (2008). Accommodating differences: Variations in differentiated literacy instruction in grade 2/3 classrooms. Literacy, 42(1), 3–9.Retrieved from the NHU Library databases. • Tomlinson, C., & Imbeau, M. (2010). Leading and managing a differentiated classroom. Alexandria, VA: Association for Supervision and Curriculum Development. • Tomlinson, C. (1999). The differentiated classroom: Responding to the needs of all learners. Alexandria, VA: Association for Supervision and Curriculum Development. • Tomlinson, C., & McTighe, J. (2006). Integrating differentiated instruction and understanding by design: Connecting content and kids. Alexandria, VA: Association for Supervision and Curriculum